一、教材分析
1.教学内容
本次教学内容是以"The Odd Pet"为主题的绘本故事阅读课。故事内容如下：
Kim has a cat.
Jim has a dog.
but Viv has an odd pet.
It is a zog! Not a cat, not a dog, but a zog!
The zog is fat.
It has ten red legs.
It can run and hop.
It can sit and beg.
The zog has lots of eggs!
The zog sits on the eggs.
It sits and sits.
Tap, tap, tap!
Tap, tap, tap!
Lots of zogs!
Can I have a zog? Yes, but not yet.
Can I have a zog? Yes, but not yet.
Now Kim has a cat and a zog.
Jim has a dog and a zog.
And Viv has ten zogs!
2.教学内容分析
2011年义务教育阶段《英语课程标准》指出:基础教育阶段英语课程的总体目标是培养学生的综合语用能力。而综合语用能力又以学生的语言技能、语言知识、情感态度、学习策略和文化意识五个方面的综合素养为基础。本课主要是对冀教版（三起版）三年级英语第三个单元学习的一个恰当补充，另外本课是以薇芙有一只奇怪的宠物为话题，而引申出的一则具有教育意义的小故事，属于阅读型课型。因此在学习的过程中，要求学生能够根据相关的阅读方法和技巧去读懂和理解课文，并把所学的知识运用到实际生活中，让学生们明白“朋友间要懂得分享”的道理。
二、学情分析
本节课的教学对象是小学三年级学生，因在一二年级学习过自然拼读法，所以他们已经有了一些拼读的技巧，初步掌握了阅读绘本的方法。学生之前没有接触过如此大段的绘本阅读对于学生来说是新的学习旅程。里面所涉及到的学习内容，也需要学生具有分析理解、综合运用的迁移能力。
本节课的重点是教师利用歌曲、游戏、开放式问答等手段来激发学生的阅读兴趣。引导学生在交际中动态形成阅读能力，从而逐步形成自主学习的意识。通过在文本阅读中获得的信息，进行有效的语言输出，从而达到提高语言综合运用能力的目的。
三、教学设计理念
本课通过对薇芙有一只奇怪宠物佐格的描写为主线。阅读前先让学生读封面，尝试获取相关的信息；阅读中通过精读的方式了解绘本大意；阅读后提出问题，让学生进行讨论和思考。在这个过程中教师不断激活学生已有的经验，启发学生思考。
四、辅助手段
绘本、PPT课件、其它奇怪宠物卡片
五、教学目标
1.语言能力目标
能正确朗读人物名称单词：Kim Jim Viv 以及尾音字母ts的单词。在故事的语境中，理解新单词hop sit run beg的含义和词组lots of, sits and sits 的含义。
2.学习能力目标
通过故事阅读能获取关键信息，理解故事，有感情的朗读故事，从而提升阅读能力。
3.思维品质目标
通过拓展性问题和思维导图，培养学生的发散性思维和创新思维。
4.文化意识目标
通过故事的学习能够明白，好朋友之间要懂得分享。
六、教学重、难点
1.教学重点：
能正确朗读人物名称单词：Kim Jim Viv 以及尾音字母ts的单词。在故事的语境中，理解新单词hop sit run beg的含义和词组lots of, sits and sits 的含义。
2.教学难点：
通过阅读理解故事回答与故事发展情节相关的问题。
七、教学过程
一 Pre-reading
1.Greetings and sing songs.
T:Can you read this sentence?
S:Are you ready?
T:And this.(Show them another sentence)
S:Are you happy?
T:Are you happy now?
S:Yes, I'm happy./ Just so so.
T:Okay, now I will sing a song to start our English class and let's have fun together.If you are happy and you know it…（Clap your hands, stamp your foot, please stand up, hop and hop, run and run, turn to the back, say hello teachers, please sit down）
（设计意图:调动学生学习的积极性，快速集中学生注意力，使其尽快融入到英语学习的良好氛围之中。）
2.Read the words.
T:I'm sure you can read it. Because it's easy for you. who want to try?（can ten sit dog run）
S:…
T:Good. We can see five vowels in these words, they are…
S:A E I O U
T:A says …
S:[æ]
T:(To ask the same questions about EIOU .)Can you read these words?
S:Try to read these words.
T:Now I have another words to practice reading these words with your partners and then show it for us.
S:…
T:You just practice the words one by one next I will show you some sentences. Can you read it? Let's have a look.
S:…
T:Be careful lots, ts says[ts].Follow me, let's read it.
S:…
T:Do you know the meaning of lots of eggs?
S:No.
T:Look over there. This is a boy. Lots of boys. This is a girl.Lots of girls. This is a teacher. Lots of teachers. So what's the meaning of lots of eggs?
S:许多鸡蛋。
T:Good you got it.
(设计意图:利用自然拼读轻松解决绘本当中的重点单词以及句型，为接下来的阅读活动做准备。)
二 While-reading
1.Free talk
T:Now we will read a new story .Here's the title who can read it?
S:The odd pet.
T:(Try to find some students that can read Fluently.)Oh, my little teacher, let's read it follow him or her.
S:(Follow the little teacher to read the title again and again)
T:Look, this is the old pet, so can you tell me why do we call it all the pet?
S:It has…
T:Now let's look at the little pet carefully. What does the pet look like?
S:It has…
T:I think the story must be very interesting, but who write the story do you know?
S:I don't know.
T:Let me tell you the writer is Julia Donaldson.
S:Repeat it.
T:How many writers? One or two?
S:One / two.
T:Just only one. Julia like LI in my name Donaldson like Liu in my name. So my name is Liu Li. And her name is Julia Donaldson.Follow me, let's read it again.
S:Julia Donaldson
T:Who paint a picture? Let me tell you the illustrator is Judy Brown.
S:I don't know.Judy Brown.
（设计意图:通过读封面图的形式，锻炼学生仔细观察的能力，并从中能够获取一些相关信息，为后面文本的阅读理解做好铺垫。）
2.Read a book
T:Wow, I can't wait, let's read a story .But after reading you should tell me what's the main idea of the story?
S:Read the story book by themselves.
T:Try to say something about the story. One sentence, two sentences, that's OK.
S:…
T:Now I can give you some ideas about the story. Can you fill in these blanks?
S:Viv has an odd pet. It is a zog.
（设计意图:通过自读的方式对故事做初步的了解，并利用看图片这一直观的方式协助理解故事中出现的新单词。）
3.Read and answer
T:Look at this picture. Let's read it all together.
S:Kim has a cat, Jim has a dog.
T:(Read books from page one to page three and then ask some questions.Check out if the students can understand the picture book.)What's his name? What's her name? What's its name?
S:His name is…
Her name is…
Its name is…
(设计意图:分段阅读设计主要是帮助学生了解掌握文本中的细节内容，通过信息的解读，促进学生对故事中主要人物的掌握，为后文中的理解做好铺垫。)
4.Find and act
T:The little dog is so lovely, it can do a lot of things.Can you guess what can It do?
S:It can…
T:Now let's read books again and try to find the answer.
S:…
T:What can zog do?
S:It can…
T:Yes you're right.
5.Play a game:Simon says
T:When you hear Simon says you can do it, no Simon says please don't do that.
S:Just do it.
(设计意图:通过游戏的方式复习巩固4个动词run hop sit and beg，让学生们深刻体会到这4个动词的意义以。同时还锻炼学生快速反应能力让安静的课堂再次充满活力，也为后续的阅读做好积极的准备。)
6.Discussion
T:What can you see in this picture?
S:I can see…
T:Oh, yes, you're right. Let's read it again.(Show them the right sentence.)
S:Now Kim has a cat and a zog.
T:What can you see in this picture?
S:I can see…
T:Good. Let's read all together.(Show them the right sentence.)
S:Jim has a dog and a zog.
T:Where do their zogs from? Do you know?Their zogs from…
S:…
T:Viv is a good girl .She can give the zogs to their friends, so share is a happy thing.Do you know how many little zogs does Viv have at the end of the story?
S:…
(设计意图:回归到绘本故事，品读文本，培养学生良好的阅读习惯，在此过程中让学生深刻感悟到绘本当中所蕴含的深刻寓意。)
三 Post-reading
Talk show
T:Viv has an odd pet.Miss Liu has an odd pet too. Look! This is Ban. It has a big eye. It can hop.Do you like it?
S:Yes.
T:I've got a lot of odd pet too.You can take it back if you like to introduce it.First to talk about with your partners and then showed it for us.
S:Okay.…
T:Send the odd pet to the students.
(设计意图:组织学生用自己的语言去描述奇怪的宠物，激发了学生学习的兴趣，提升了学生运用语言的能力。)
四 板书设计
八、教学反思
这一次很高兴能代表路华小学为河北省国培计划的培训老师们做现场示范课。接下来我将从找课型、找绘本、找学生和找自己4个方面来进行分析。
找课型
这一次的课型为自然拼读绘本课，在寻求课时定位的时候，真是经过了一番纠结。我们经常会看到名师田湘军、戈向红老师等名师的自然拼读课，但是应该如何进行自然拼读教学自己的心里还是没有底。如果先进行自然拼读教学，解决重难点，再进入绘本教学，会不会让课堂显得不够整体？可如果将拼读作为引子，在阅读中再结合文本进行自然拼读教学，会不会又破坏了绘本阅读的连贯性？一个个疑问从头脑中不断的冒出。我想在绘本教学中锻炼学生见词能读的能力和培养学生寻找和归纳发音规律的词汇，能最大程度的保障拼读环节和绘本的衔接性，也保障了绘本阅读的连贯性和节奏感。于是在我内心深处便有了些小小的冲动，想挑战一下自然拼读绘本教学，也算作是对小学中年阶段如何开展自然拼读绘本教学的一个探究摸索吧！
找绘本
自然拼读绘本市面上有很多种，但良莠不齐。有的绘本是为了拼读而拼读，而且绘本在教授中很难挖深挖宽。学生们虽然在一二年级已经有了一定的自然拼读基础，但也仅限于单元音字母的拼读。在看了很多绘本后，最终决定选择外研社丽声拼读故事会中的《The Odd Pet》这一本书，围绕着主人公Kim Jim Viv和宠物 Zog展开介绍。绘本中描述了宠物zog的特点以及它自身的特长，并将出生后的小zog与朋友分享的故事。绘本中涉及到了许多以元音字母aeiou为主的延伸词，这些生单词针对性强，复现率高，尤其是故事性强，是一个有“故事味儿”的自然拼读绘本。
找学生
备课就是被学生，学生对于课堂的接受程度决定了这节课是否合格。如果学生都不懂得要做什么，那课堂设计得再高大上也是无用的。所以在磨课的过程当中，我也一直在不断思考，怎样才能让自己的课堂更加直观。言简意赅的指令话语言、恰当得体的肢体语言、简明扼要的PPT课件儿。旨在给学生最直接最明了，最恰当得体，最深刻丰富的一堂自然拼读英文绘本课。当用这一条条标准来衡量下来，虽然我做得还很不到位，但是我会继续努力将自然拼读绘本进行到底。
找自己
1000个人眼中有1000个哈姆雷特，那么面对同样的授课内容，1000个老师也会有1000种不同的授课方法，那么我就是要找到最适合自己同时又高效的方法。在绘本中有三个比较难以理解的地方它们是lots of eggs；sits and sits； but not yet。课堂上我指着一个男孩说a boy，然后大手一挥指着一群男孩儿说lots of boys，然后接着说a girl，lots of girls，a teacher，lots of teachers。这个词的理解问题被我迎刃而解了。再就是关于sit这一个词，因为它是动词，加上肢体动作，很容易理解。最难的就是but not yet。虽然在本堂课中我弱化了这一知识点，但是我依旧觉得应该将but not yet放在语境中去让学生理解，同时还要
加强学生们的读图能力，利用图片所创设的情境，去理解词汇的意义。
这次课程展示后还是想着这堂课还有很多可以改进的地方，如果再加上一遍会注意什么，课堂就是这样，永远都有向上的角度和空间。愿自己永远都勤于思，勇于践，不断努力学习。
